Search Results (971)

This article examines the significant contributions of Helga de Alvear as a gallerist, collector, and patron, a pivotal figure in the evolution of the Spanish and international contemporary art market. Her legacy is particularly notable through the establishment of the Helga de Alvear Museum in the city of Cáceres, intended to share her vast collection of over 3000 works and foster exhibition, research, conservation, and education. The study analyzes her art collection, highlighting its substantial international minimalist art component, contextualizing its development with her personal and professional journey. Furthermore, it explores the institutionalization of her legacy, from the Helga de Alvear Foundation to the creation and evolution of the museum, its innovative architecture and museography, and its impact on Cáceres’s urban landscape. Full article

Human-Wildlife conflict (HWC) presents a growing challenge for wildlife conservation, especially as species recover and reoccupy human-dominated landscapes, creating tensions between ecological goals and local livelihoods. Such conflicts are increasingly reported across Europe, including Romania, involving semi-aquatic species like the Eurasian beaver (Castor fiber L.) and Eurasian otter (Lutra lutra L.). Enhancing coexistence with wildlife through the integration of conflict mapping, stakeholder engagement, and spatial analysis into conservation planning is therefore essential for ensuring the long-term protection of conflict species. A mixed-methods approach was used, including structured surveys among stakeholders, standardized damage report collection from institutions, and expert field assessments of species activity. The results indicate that while most respondents recognize the legal protection of both species, a minority have experienced direct conflict, primarily with beavers through flooding and crop damage. Tolerance varied markedly among demographic groups: researchers and environmental agency staff were most accepting, whereas farmers and fish farm owners were the least accepting; respondents with no personal damage experience and those with university or post-secondary education also displayed significantly higher acceptance toward both species. Institutional reports confirmed multiple beaver-related damage sites, and through field validation, conflict forecast zones with spatial clustering in Harghita, Brașov, Covasna, and Sibiu counties were developed. These findings underscore the importance of conflict forecasting maps, understanding the coexistence dynamics and drivers of acceptance, and the need to maintain high acceptance levels toward the studied species. The developed maps can serve as a basis for targeted interventions, helping to balance ecological benefits with socioeconomic concerns. Full article

Early-career teachers (ECTs) entered the profession during the COVID-19 pandemic, a period that introduced unique stressors to an already-demanding career phase. This systematic review examines empirical studies published between 2020 and February 2025 to explore how the pandemic influenced ECT wellbeing, with particular attention to stressors and protective factors impacting long-term retention and professional sustainability. Guided by PRISMA protocols, databases including Web of Science, ERIC, Google Scholar, and Scopus were searched, screening 470 records and identifying 30 studies that met inclusion criteria: peer-reviewed, empirical, focused on early-career teachers (within the first five years), and situated in or explicitly addressing the pandemic and its ongoing impacts. The results of Braun and Clarke’s thematic analysis (2006) revealed that pandemic-related challenges such as increased workload, professional isolation, disrupted induction processes, and emotional strain have persisted into the post-pandemic era, contributing to sustained risks of burnout and attrition. Regardless, protective factors identified during the pandemic—including high-quality mentoring, structured induction programmes, collegial support, professional autonomy, and effective individual coping strategies—continue to offer essential support, enhancing resilience and professional wellbeing. These findings underscore the necessity of institutionalising targeted supports to address the enduring effects of pandemic-related stressors on ECT wellbeing. By prioritising sustained mental health initiatives and structural supports, education systems can effectively mitigate long-term impacts and improve retention outcomes for early-career teachers in a post-pandemic educational landscape. Full article

The application of extended reality (XR) in design education has grown substantially; however, empirical evidence on its educational benefits remains limited. This two-year study examines the impact of incorporating a virtual reality (VR) learning module into undergraduate landscape architecture (LA) construction courses, focusing on brick masonry instruction. A conventional learning sequence—lecture, sketching, CAD, and 3D modeling—was supplemented with an immersive VR experience developed using Unreal Engine 5 and deployed on Meta Quest devices. In Year 1, we piloted a preliminary version of the module with landscape architecture students (n = 15), and data on implementation feasibility and student perception were collected. In Year 2, we refined the learning module and implemented it with a new cohort (n = 16) using standardized VR evaluation metrics, knowledge retention tests, and self-efficacy surveys. The findings suggest that when sequenced after a theoretical introduction, VR serves as a pedagogical bridge between abstract construction principles and physical implementation. Moreover, the VR module enhanced student engagement and self-efficacy by offering experiential learning with immediate feedback. The findings highlight the need for intentional design, institutional support, and the continued development of tactile, collaborative simulations. Full article

The study of historical monuments within both architectural and literary frameworks reveals a dynamic interplay between scientific observation and artistic interpretation—a vital characteristic of travel writing/the travelogue. This approach, exemplified by British traveler and writer Henry Finnis Blosse Lynch (1862–1913), reflects how factual detail and creative representation are seamlessly integrated in depictions of sites, landscapes, and cultural scenes. This case study highlights Lynch as a pioneering explorer who authored the first comprehensive volume on Armenian architecture and as a writer who vividly portrayed Armenian monuments through both verbal description and photographic imagery, becoming the first traveler to document such sites using photography. Additionally, this paper emphasizes the significance of Lynch’s detailed accounts of architectural monuments, churches, monasteries, cities, villages, populations, religious communities, and educational institutions in vivid language. The careful study of his work can contribute meaningfully to the investigation of the travelogue as a literary genre and to the preservation and protection of the architectural heritage of historical and contemporary Armenia, particularly in regions facing cultural or political threats. Full article

This article presents a spatial analysis of projects selected by city residents and implemented in five successive editions (2015–2019) of the participatory budgeting in Częstochowa, Poland. The study examines the relationship between the type of hard projects (small investments in public infrastructure and landscaping) and the pre-existing characteristics of the land use of each district. Kernel density estimation and Spearman correlation analysis were used. The highest spatial density occurred in projects related to the modernization of roads and sidewalks, recreation, and greenery, indicating a relatively high number of proposals within or near residential areas. Key correlations included the following: (1) greenery projects were more common in districts lacking green areas; (2) recreational infrastructure was more frequently chosen in areas with significant water features; (3) street furniture projects were mostly selected in districts with sparse development, scattered buildings, and postindustrial sites; (4) educational infrastructure was often chosen in low-density, but developing districts. The selected projects often reflect local deficits in specific land use or public infrastructure, but also stress the predestination of the recreational use of waterside areas. Full article

Augmented reality (AR), which overlays digital content within the user’s view, is gaining traction across domains such as education, healthcare, manufacturing, and entertainment. The hardware constraints of commercially available HMDs are well acknowledged, but little work addresses what design or interactions techniques developers can employ or build into experiences to work around these limitations. We conducted a scoping literature review, with the aim of mapping the current landscape of design principles and interaction techniques employed in near-field AR environments. We searched for literature published between 2016 and 2025 across major databases, including the ACM Digital Library and IEEE Xplore. Studies were included if they explicitly employed design or interaction techniques with a commercially available HMD for near-field AR experiences. A total of 780 articles were returned by the search, but just 7 articles met the inclusion criteria. Our review identifies key themes around how existing techniques are employed and the two competing goals of AR experiences, and we highlight the importance of embodiment in interaction efficacy. We present directions for future research based on and justified by our review. The findings offer a comprehensive overview for researchers, designers, and developers aiming to create more intuitive, effective, and context-aware near-field AR experiences. This review also provides a foundation for future research by outlining underexplored areas and recommending research directions for near-field AR interaction design. Full article

In an era where digitalization shapes economic and social landscapes, the intersection of digital skills, ethics, and integrity plays a crucial role in understanding the vulnerability of youth classified as NEET (Not in Education, Employment, or Training). This study explores how risky internet use and digital skill gaps contribute to socio-economic exclusion, integrating a multivariate and spatial approach to assess regional disparities in Europe. This study adopts a systems thinking perspective to explore digital exclusion as an emergent outcome of multiple interrelated subsystems. The research employs logistic regression, Principal Component Analysis (PCA) with Promax rotation, and Geographic Information Systems (GIS) to examine the impact of digital behaviors on NEET status. Using Eurostat data aggregated at the country level for the period (2000–2023) across 28 European countries, this study evaluates 24 digital indicators covering social media usage, instant messaging, daily internet access, data protection awareness, and digital literacy levels. The findings reveal that low digital skills significantly increase the likelihood of being NEET, while excessive social media and internet use show mixed effects depending on socio-economic context. A strong negative correlation between digital security practices and NEET status suggests that youths with a higher awareness of online risks are less prone to socio-economic exclusion. The GIS analysis highlights regional disparities, where countries with limited digital access and lower literacy levels exhibit higher NEET rates. Digital exclusion is not merely a technological issue but a multidimensional socio-economic challenge. To reduce the NEET rate, policies must focus on enhancing digital skills, fostering online security awareness, and addressing regional disparities. Integrating GIS methods allows for the identification of territorial clusters with heightened digital vulnerabilities, guiding targeted interventions for improving youth employability in the digital economy. Full article

The rapid emergence of generative AI technologies has sparked significant transformation across educational landscapes worldwide. This study presents a comprehensive bibliometric analysis of GAI in education, mapping scholarly trends from 2022 to 2025. Drawing on 3808 peer-reviewed journal articles indexed in Scopus, the analysis reveals exponential growth in publications, with dominant contributions from the United States, China, and Hong Kong. Using VOSviewer, the study identifies six major thematic clusters, including GAI in higher education, ethics, technological foundations, writing support, and assessment. Prominent tools, especially ChatGPT, are shown to influence pedagogical design, academic integrity, and learner engagement. The study highlights interdisciplinary integration, regional research ecosystems, and evolving keyword patterns reflecting the field’s transition from tool-based inquiry to learner-centered concerns. This review offers strategic insights for educators, researchers, and policymakers navigating AI’s transformative role in education. Full article

Blended and virtual learning have become an integral part in international higher education, especially in the wake of the COVID-19 pandemic and the European Union’s Digital Education Action Plan. These modalities have enabled more inclusive, flexible, and sustainable forms of international collaboration, such as Collaborative Online International Learning (COIL) and Blended Intensive Programs (BIPs), reshaping the landscape of global academic mobility. This paper introduces the INVITE Learning Design Framework (LDF), developed to support higher education instructors in designing high-quality, internationalized blended and virtual learning experiences. The framework addresses the growing need for structured, theory-informed approaches to course design that foster student engagement, intercultural competence, and motivation in non-face-to-face settings. The INVITE LDF was developed through a rigorous scoping review of existing models and frameworks, complemented by needs-identification analysis and desk research. It integrates Self-Determination Theory, Active Learning principles, and the ADDIE instructional design model to provide a comprehensive, adaptable structure for course development. The framework was successfully implemented in a large-scale online training module for over 1000 educators across Europe. Results indicate that the INVITE LDF enhances educators’ ability to create engaging, inclusive, and pedagogically sound international learning environments. Its application supports institutional goals of internationalization by making global learning experiences more accessible and scalable. The findings suggest that the INVITE LDF can serve as a valuable tool for higher education institutions worldwide, offering a replicable model for fostering intercultural collaboration and innovation in digital education. This contributes to the broader transformation of international higher education, promoting equity, sustainability, and global citizenship through digital pedagogies. Full article

This paper presents a conceptual and methodological framework for using Geographical Information Systems (GIS) to “deep map” cultural heritage sites along Ireland’s Wild Atlantic Way, with a focus on the 1588 Spanish Armada wrecks in County Kerry and archaeological landscapes in County Sligo’s “Yeats Country.” Drawing on interdisciplinary dialogues from the humanities, social sciences, and geospatial sciences, it illustrates how digital spatial technologies can excavate, preserve, and sustain intangible cultural knowledge embedded within such palimpsestic landscapes. Using MAXQDA 24 software to mine and code historical, literary, folkloric, and environmental texts, the study constructed bespoke GIS attribute tables and visualizations integrated with elevation models and open-source archaeological data. The result is a richly layered cartographic method that reveals the spectral and affective dimensions of heritage landscapes through climate, memory, literature, and spatial storytelling. By engaging with “deep mapping” and theories such as “Spectral Geography,” the research offers new avenues for sustainable heritage conservation, cultural tourism, and public education that are sensitive to both ecological and cultural resilience in the West of Ireland. Full article

In the increasingly competitive landscape of higher education, student satisfaction and loyalty are recognized as essential components for institutional sustainability and long-term success. This study aims to examine the interrelationships between service quality, technological innovation, student satisfaction, and student loyalty within higher education institutions in the Turkish Republic of Northern Cyprus (TRNC). Grounded in relationship marketing theory and the expectancy–disconfirmation paradigm, the research develops and tests a structural model that investigates the impact of perceived service quality on technological innovation, student satisfaction, and loyalty. The data were collected from 448 undergraduate students studying in the faculties of education at five leading private universities in TRNC, selected based on their international academic rankings. The analysis, conducted using structural equation modelling (SEM), reveals that service quality significantly and directly influences technological innovation, student satisfaction, and student loyalty. Additionally, technological innovation has a positive but comparatively weaker effect on student loyalty. Among the variables, student satisfaction emerges as the strongest determinant of loyalty, serving as a key mediator in the relationship between service quality and loyalty. This research contributes to the higher education literature by extending the traditional service quality–loyalty framework with the inclusion of technological innovation. The findings offer practical insights for university administrators, emphasizing the importance of delivering high-quality educational services combined with continuous digital innovation to enhance the student experience and foster long-term student commitment. Full article

Volcanic islands host exceptional geological features that illustrate complex endogenic processes and interactions with climatic and marine forces, while also being particularly vulnerable to the impacts of climate change. Despite their scientific, educational, touristic, and aesthetic values, such islands remain underrepresented within the UNESCO Global Geoparks (UGGp). This study reviews current volcanic island geoparks and evaluates territories with potential for future designation, based on documented geoheritage, geosite inventories, and geoconservation frameworks. Geoparks are categorized according to their dominant narratives—ranging from recent Quaternary volcanism to broader tectonic, sedimentary, and metamorphic histories. Through an analysis of their distribution, management strategies, and integration into territorial planning, this work highlights the challenges that insular territories face, including vulnerability to global environmental change, limited legal protection, and structural inequalities in access to international resources recognition. It concludes that volcanic island geoparks represent strategic platforms for implementing sustainable development models, especially in ecologically and socially fragile contexts. Enhancing their global representation will require targeted efforts in ecologically and socially fragile contexts. Enhancing their global representation will require targeted efforts in capacity building, funding access, and regional cooperation—particularly across the Global South. Full article

The present study explores the use of Instagram as an innovative strategy in the teaching–learning process in the context of animal reproduction topics. In the current era, with digital technology and social media transforming how information is accessed and consumed, it is essential for teachers to adapt and harness the potential of these tools for educational purposes. This article delves into the need for teachers to stay updated with current trends and the importance of promoting digital competences among teachers. This research aims to provide insights into the benefits of integrating social media into the educational landscape. Students of Veterinary Science degrees, Master’s degrees in Equine Sport Medicine as well as vocational education and training (VET) were involved in this study. An Instagram account named “UCOREPRO” was created for educational use, and it was openly available to all users. Instagram usage metrics were consistently tracked. A voluntary survey comprising 35 questions was conducted to collect feedback regarding the educational use of smartphone technology, social media habits and the UCOREPRO Instagram account. The integration of Instagram as an educational tool was positively received by veterinary students. Survey data revealed that 92.3% of respondents found the content engaging, with 79.5% reporting improved understanding of the subject and 71.8% acquiring new knowledge. Students suggested improvements such as more frequent posting and inclusion of academic incentives. Concerns about privacy and digital distraction were present but did not outweigh the perceived benefits. The use of short videos and microlearning strategies proved particularly effective in capturing students’ attention. Overall, Instagram was found to be a promising platform to enhance motivation, engagement, and informal learning in veterinary education, provided that thoughtful integration and clear educational objectives are maintained. In general, students expressed positive opinions about the initiative, and suggested some ways in which it could be improved as an educational tool. Full article

In today’s increasingly data-driven educational landscape, teachers are expected to use data to inform instructional decisions. However, effective data use depends not only on statistical competence but also on motivation, attitudes, and academic self-concept. This study examines how these factors influence student teachers’ readiness to engage with standardized assessment data. A survey of 164 Flemish primary education student teachers assessed their motivation, attitudes toward data use, and academic self-concept. Cluster analysis identified four distinct profiles, ranging from highly competent yet disengaged users to low-performing but externally motivated individuals, highlighting significant variability in data engagement. A pre- and post-test study design involving an e-course on basic statistical concepts demonstrated that targeted instruction can enhance perceived competence, particularly in areas such as box plot interpretation. Findings suggest that technical training alone is insufficient to promote sustained data use; fostering intrinsic motivation, positive attitudes, and a strong academic self-concept is essential for long-term engagement with data. Full article